| Popis: |
Over the past decades, the promotion and training of young scientists has gained increasing political and scientific attention, especially due to the increasing awareness of the important role of academia in fostering innovation and eventually economic growth. Governments worldwide have launched initiatives aimed at increasing the efficiency of doctoral trainings, for instance, through the implementation of a more structured doctoral education. The implications from such changes for the socialization of young researchers is highly relevant as knowledge acquisition, investment and involvement are directly linked to their role identity and professional commitment. Focusing on the developments in doctoral education in Germany, this chapter discusses effects of the emergence of structured doctoral education on the socialization processes of young researchers following the framework of Weidman et al. (ASHE-ERIC High Educ Rep 28, 3, 2001). The chapter thereby contrasts the structured approach to doctoral education with the traditional model in Germany, which was characterized by a chair-based, one-on-one relationship between doctoral students and a supervising professor. We conclude that a continued promotion of structured doctoral education provides a wide set of benefits, but that structured doctoral education complements rather than substitutes chair- or research group-based training. When properly designed, structured as well as non-structured concepts have great potential to complement each other to ultimately improve the quality of doctoral education. |
